The effectiveness of one-to-one tutorial elements was tested in an automated reading program possessing objectives similar to those in the Instructional Objectives Exchange (IOX) and a self-contained reward system. Twenty-one sixth-grade retarded readers from poverty backgrounds constituted three groups equated on reading proficiency. Groups were randomly assigned A, B, and C. Students followed a test-instruction-test progression through five units. Only instruction differed for the three groups. Group A received specific audiovisual reading tutoring; Groups B and C received trial-and-error training in reading and math, respectively. Group A showed substantial gains in untimed reading accuracy over the other groups, especially on standardized tests. Group B showed a significant increase in reading speed while maintaining accuracy; Group C showed little improvement. Future research is planned to determine whether the tutors can serve as active monitors of students' work in textbooks, workbooks, or other classroom instructional media. References are included. (Author/DH)